I always considered my neurodivergent mind a strength rather than a major weakness or something that made me less than anyone else my age. I do have to thank my family for this, as I recall that my mother provided me with many examples of famous faces who shared the same learning differences as mine and were still exceptional. Growing up, I had no doubt that I, too, would achieve success like the greats before me. Looking back now, I am grateful these experiences help direct me towards my interests. However, the existence of Whoopi Goldberg or the work of Albert Einstein did little to expel the ignorance and stereotypes that I would face growing up.
“Dyslexia? Is that where you cannot read?” This was a question asked by a grown, adult woman whom I had coincidentally met at my brother's basketball game. Mind you, this woman was a mother of two children, one of whom was planning on pursuing special needs education when they went off to college. Being used to this most common assumption, that “all those with dyslexia remain illiterate,” I calmly explained that no, dyslexics can often read, and I instead had a lesser-known version, known as dysphonetic dyslexia. This is where individuals struggle to connect letters with their sounds, making it hard to "sound out" unfamiliar words. “Oh, so it is like not being able to hear them”, she said, only making my frustration grow and me biting my cheek to stop from crying. As I tried to explain to her again that I was neither “deaf” nor “dumb”, she seemed firmly convinced that I was feeble-minded in some way. It made me wonder how some people cling to their preconceived assumptions and refuse to listen to a person with lived experience. Of course, this was not the first time people have made assumptions about me.. I have been called “fake” by others and told that I could be “cured” one day if I worked harder or acted normal. Classmates have accused me of not being truthful because my learning difficulties, not just dyslexia, but autism and dysgraphia, are not always the most visible in my case. Someone once said, “I must love Percy Jackson because he too is dyslexic” and therefore we're in one big club I guess? I have been called “lazy” or “delayed” by lovely faces, and I have been taken for granted more than once because of some not seeing past my differences.
These instances filled me with a sense of duty to not only continue to advocate for myself but to educate others, and to also encourage others like myself to strengthen their own voice. It was at the end of high school when I learned to firmly stand my ground and to truly understand the difference did not mean “less than” it meant being unique or original. I participated in school-based activism in the disabled community and even publicly spoke out about what I have faced in the education system to school district administrators. This indirectly inspired others like myself to also speak up for themselves and to not idly sit around and wait for someone to help them. These opportunities allowed teenage-something me to make a difference by just being an example.
Ultimately, I graduated from high school as a Valedictorian with many honors and was accepted into the University of California, Davis, my first choice. As a first-year student, I have found that people tend to ask more questions about my learning differences. For the most part, people are more inclusive when compared to high school, including my professors. I really feel seen and capable for one of the first times in my life. I am a part of several organizations whose intentions are to benefit the lives of students both in and out of the college. In the Disabled Student Union at my campus, we are motivated to provide a community for disabled students across UC Davis, especially in a world where disabled voices are frequently sidelined and isolated from each other. In the Prytanean Women's Honor Society, we foster fellowship amongst diverse women with different goals and interests, while amplifying leadership.
As a Cultural Anthropology major, I am required to study people's differences, beliefs, and societies. Academically, this is the perfect place for a student who did not always fit in but was curious and passionate about distinctions. I plan to use my personal and educational experiences to explore larger societal issues, like food insecurity and public health on a global scale, and ultimately become a University Professor to encourage students to ask important questions. Whenever possible, I would like to include other neurodivergent students in my research and work to continue to raise public awareness about what neurodivergence actually is, with faces and stories they can connect to. What I have endured has given me strength and clarity about the future I would like to help create. One that asks more questions, has fewer assumptions, and uplifts differences.
ABOUT the AUTHOR
Kendall Konick is a first-year student at the University of California, Davis studying Cultural Anthropology. Kendall’s interests revolve heavily around the study of human development, globalization and recurring trends in cultures. She is an active participant in the Anthropology club, the International Tea Institute, the Student Disability Union, the Davis Food Pantry, and the Prytanean Women's Honor Society which focuses on scholarship, leadership, and service. During her free time, Kendall enjoys working out, bike riding around Davis to explore the diverse surroundings, and learning about the endless wildlife that inhabits the campus. Kendall plans to complete her degree at Davis and then potentially pursue a Doctorate, which would then allow her to teach and address wide scale issues like food insecurity at a university level. When school is not in session, Kendall enjoys time with her parents and twin brother in Orange County, California.
